Students' Perception of Diversity: CUDCP Student Survey Report

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Students' Perception of Diversity CUDCP Student
Survey Report
Debbie Green, M.A., Tamora A. Callands, M.S.,
Aaron Luebbe, M.A., Alison Radcliffe, M.A.
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Goals of Student Survey

• Explore clinical graduate students definitions
  and perceptions on diversity
• Explore qualitative accounts of whether issues on
  diversity influenced decisions about programs
• Examine students satisfaction level with how
  programs address issues on diversity
• clinical training, program requirements, research
  areas etc.
• Evaluate students perceptions of own competency

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Development of the Questions

• CUDCP Student Survey (2006)
• Bernal Castro (1994)
• survey of DCTs
• DAndrea, Daniels, Heck (1991)
• Multicultural Awareness-Knowledge-Skills Survey
  (MAKSS)
• Ponterroto, Alexander, Grieger (1995)
• Multicultural Competency Checklist (MCC)
• Ponterroto, et al. (2002)
• Multicultural Counseling Knowledge and Awareness
  Scale (MCKAS)

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Methods

• Participants
• N 497 (115 programs)
• University of University of Tulsa had highest
  response rate (46)GREAT JOB!!!!
• 2nd University of Southern California (40)
• Age 21-66 M 33.14
• 80 Female
• 81 Second year or higher
• 85 did not have Masters prior to enrollment
• Diversity Classifications
• GLBQ 6.4
• Disabled 2.2
• Religion10.7
• Country 4.8 (19 countries represented)
• Students with child(s) 5.6

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Methods Cont.
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Liaison Questions (n 115)

• 78 of programs enrolled 1 to 3 students who
  appeared to be minorities when liaison first
  entered.
• Programs with significantly higher proportions
  pulled the mean to 36 of incoming students
  compared to
• Bernal Castro (1994) 10.5 of doctoral
  enrollments are minority however, this study was
  only based on race.
• According to the liaisons, 32 of tenured faculty
  on average by program would be considered
  minority.

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Liaison Questions

• According to the Liaisons, 43 of non-tenured
  faculty on average by program would be considered
  minority.
• Programs with more minority faculty were more
  likely to enroll minority students (r .30, plt
  .01) however, number of minority faculty was not
  significantly related to the number of
  diversity-related courses offered.
• Bernal Castro (1994) reported the number of
  minority faculty was significantly related to
  both minority student enrollment and number of
  diversity-related courses.

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Liaison Questions

• 93 of student liaisons reported most minority
  faculty conducted research on minority
  populations.
• 64 of programs require a diversity course for
  doctorate degrees
• 90 of these indicated that only one course is
  required.

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In your own words, define
diversity?

• All Inclusive/Minority Presence
• Research-based
• Humanity/co-existence
• Program-oriented

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In your own words, define
diversity?

• All Inclusive/Minority Presence
• "ethnic, racial, national, religious, cultural,
  sexual orientation, disability status, parental
  status"
• Research-based
• "Collaboration amongst people of varied
  backgrounds"
• Humanity/co-existence
• "Diversity is the embracing of individual and
  group differences in a synthesis with the
  commonalities between individuals and groups that
  results in a deeper appreciation of human
  complexity".
• Program-oriented
• "A mix of students and faculty with differing
  backgrounds, experiences, knowledge and research
  interests"

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How does your program appear
to define diversity ?

• Teaching-based
• General/Minority Presence
• Thought/ Experience
• Multicultural
• Group-Specific

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How does your program appear
to define diversity ?

• Teaching-based
• My program defines diversity in terms of the
  classes offered and informing their students on
  cultural aspects of psychopathology etc.
• General/Minority Presence
• Presence of minorities
• Thought/ Experience
• Variability in history, culture, worldview and
  learning between individuals.
• Multicultural
• Multiculturalism
• Group-Specific
• Basically, the differences between Caucasians
  and ethnic minorities.

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Accommodations for physically disabled

• Accessibility Equipment
• Time consideration
• Interpretation Assistance

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Accommodations for physically disabled

• Accessibility Equipment
• "Wheelchair, ramps, elevators"
• Time consideration
• Extra time to complete research
• Interpretation Assistance
• Articles, assignments, etc. provided in format
  accessible to hearing impaired

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Does your program facilitate or make time for
group discussions in which topics of
own worldviews, biases, etc. are deliberated
on?

• 41 of participants responded yes
• What group looks/functions like Building
  Alliances panels where individuals from the
  program form a panel to present on their diverse
  experiences of one area of diversity (e.g.,
  sexual orientation), and how it intersects with
  racial diversity"

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What other forums receive diversity
training?

• Practica
• Peer discussions
• Monthly Minority Mental Health training
• Class
• Conferences, campus and community cultural
  events

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What areas of diversity are well represented
and which are not?

• Well-Represented Not Well-Represented
• Group Specific General/Minority
  Presence
• "Jewish Culture" "Physical
  disabilities"
• "Latino/Hispanic" "Racial/Ethnic
  groups
• General/ Minority Presence Gender
• "Sexual orientation, parental status, "Females"
• ethnicity"
  "Males (psych is a
  female- dominated)
• Social Class Social Class
• "Upper middle class" "Socioeconomic Status"

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What does your program do to strengthen a
minority presence among students and faculty?

• Undergraduate Organizations
• Recruitment of students and faculty of diverse
  backgrounds
• "Provides information about grant, fellowships,
  etc. for minority research and students"
• "Lower admission standards" for certain groups
• Specifically setting aside graduate slots for
  qualified minority students

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Experiences related to diversity that has
affected program choice or decisions to leave

• Has there been any diversity related events that
  you experienced influenced decisions?
• 17 answered yes 84 no
• How frequently have you experienced prejudicial
  behavior in your program?
• 23 said experienced at least once
• How you ever been placed in token situation?
• 48 yes have felt like token

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Specific instances affected decisions by category

• Derogatory comments
• "You people"
• Lack of awareness
• "Assumption that issues of race, religion, sexual
  orientation, class etc. do not have relevant
  impact clinically"
• Lack of resources/accommodations
• "I almost left because of physical access to
  various buildings around campus"
• Only Ethnic Minority/ Token
• One student, an African - American male, was
  targeted by faculty to fail"

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Summary of Qualitative Info

• Acknowledgement that diversity encompasses a
  variety of status
• Minority seems to be focused on race and/or
  ethnicity
• Programs seem to converge and diverge on
  strengths and weakness as it relates to issues on
  diversity
• Instance rates are pretty high and appear to be
  taken place with a variety of individual
  regardless of diversity status

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Importance of Diversity among Faculty
Note African Americans rated importance
significantly higher than White students
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Satisfaction with Diversity among
FacultyAmong those who rated diversity as
very important/ somewhat important (n 417)
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Satisfaction with Diversity amongFaculty
Among those who rated diversity as not at all
important/ somewhat unimportant (n 21)
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Importance of Diversity among Students
Note Sig difference between African Americans
and White students
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Satisfaction with Diversity amongStudentsAmong
those who rated diversity as very important/
somewhat important (n 433)
27
Satisfaction with Diversity among
StudentsAmong those who rated diversity as
not at all important/ somewhat unimportant
(n 18)
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Diversity Training Modalities Offered

• Course(s) focused on Diversity 72
• Colloquium speakers 69
• Integration of Diversity 69
• Internship/Externship 53
• Group Discussions 51
• Multicultural Events 34
• Nonacademic Minority Professional 16
• Mode 3 (22 of resp)/ 1.9- none/ 4.2- all
  seven
• N 492

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Diversity Training Received

• Clinical Experience 73
• Infusion 69
• Diversity Unit within Course(s) 64
• Research Experience 58
• Diversity Course 41
• Minority Research 33
• Mentorship 27
• gt1 Diversity Course 7
• Mode 4 (22 of resp)/ 2.3- none/ 1.1- all
  eight
• N 474

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Satisfaction of Coverage in Required Diversity
Course
Note Based on N 149 who responded yes to
have you taken a required diversity course?
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How much Clinical Training have you had with
diversity in the following groups of people?
32
Self-Rated Competencies in
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Self-Rated Competency in Assessing
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To what degree has your research focused on
diversity within the following groups?
Race/Ethnicity
Gender
Religion
Sexual Orientation
English as 2nd Lang
Physical Disabilities
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Multicultural CounselingKnowledge and Awareness
Scale (MCKAS)

• Based on Sue cultural competency consists of
• Awareness of own socialization/biases
• Knowledge of worldview/values of diverse pops
• Skills for intervention
• 32 item self-report inventory (ie own
  perceptions)
• 20 Knowledge Items
• 12 Awareness Items
• 7-point Likert scale (1- Not at all True/ 7-
  Totally true)
• Ponterotto, et al (2002)
• Mean Knowledge 4.96
• Mean Awareness 5.06

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Multicultural CounselingKnowledge and Awareness
Scale (MCKAS)

• Knowledge scale M 5.07 (SD .95)
• Awareness scale M 5.97 (SD .68)
• r .30 between scales
• Impact of training and diversity on Knowledge
• Diverse ethnicity (5.3) versus White (5.0)
• Diverse group (5.2) versus Majority (4.9)
• Correlations with modalities offered
• modalities (r .22)
• externship/internship (r .13)
• diversity courses (r .11)
• Integration diversity (r .08)
• Note Sig. Correlations are highlighted

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Multicultural CounselingKnowledge and Awareness
Scale (MCKAS)

• Impact of training on Knowledge
• training opportunities (r .39)
• diversity course (r .27)
• clinical training- different races/ethnicity (r
  .27)
• minority focused research (r .26)
• clinical training- Sexual orientation (r .20)
• mentorship (r .19)
• infusion (r .07)
• clinical training- different religions (r
  .09)
• Note Sig. Correlations are highlighted

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Multicultural CounselingKnowledge and Awareness
Scale (MCKAS)

• Impact of training and diversity on Awareness
• modalities offered (r .00)
• integration into courses (r .09)
• diversity courses (r .07)
• internship/externships (r .07)
• training opportunities received (r .10)
• received diversity course (r .16)
• research with diverse pops (r .11)
• clinical training- dif races/ethnicity (r
  .07)
• clinical training- sex. Orient (r .03)
• clinical training- dif religions (r .04)
• Note Sig. Correlations are highlighted

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Conclusions

• Diversity is important
• Representation among faculty, student body
• Types of clinical training
• Research experiences
• ? multi-modal training being offered across
  programs

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Conclusions

• Satisfaction with Diversity training is
  variable
• greater satisfaction with rep in students vs.
  faculty
• greater satisfaction with training w/
  race/ethnicity, versus religion, sexual
  orientation, disabilities
• increased satisfaction w/ more training with
  diversity groups
• Self-rated competencies satisfactory to high
• Expansion of conceptualization of diversity
  needed

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Acknowledgements

• CUDCP board members for guidance and support.
• Special thanks to Michael Roberts and
• Liz Klonoff.